Diocese of Knoxville Science Curriculum Standards: Grade 3 … · 2019-06-10 · Diocese of...

Diocese of Knoxville Science Standards, Elementary, Grade 3 - Grade 5, 2016

Diocese of Knoxville Science Curriculum Standards: Grade 3 through Grade 5

THIRD GRADE (3rd

)

Physical Science

PS3.1: Matter and Its Interactions

Essential Question: How can matter be observed, measured, described and changed?

Code Standards & Objectives Literacy & Math Standards Resources Catholic

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PS3.1.1

Matter

Develop a model of matter (solids,

liquids, and gases) to describe

that matter is made up of

particles too small to be seen and

can be classified using

observations of their properties

(hardness, flexibility, visibility,

holds a shape or takes shape of

container, has mass). (ETS1)

RI.3.1 Ask and answer questions

to demonstrate understanding of

a text, referring explicitly to the

text as a basis for the answers.

W.3.7 Perform short, focused

research projects that build

knowledge about a topic.

M.3 Reason abstractly and

quantitatively

M.3.5.5 Measure and estimate

liquid volumes and masses of

objects using standard units of

grams, kilograms, liters. Add

subtract, multiply, or divide to

solve one-step word problems

involving masses or volumes that

are given in the same units, e.g.

by using drawings to represent

the problem.

mass

PS3.1.2

Physical

and

Chemical

Changes

of Matter

Construct an argument with

evidence that some changes

caused by heating or cooling can

be reversed and some cannot.

RI.3.8 Describe the logical

connection between particular

sentences and paragraphs in a

text.

W.3.8 Recall experiences or

gather information from

provided sources (print and


digital) to answer a question or

write a response. Take brief notes

on sources and sort evidence into

provided outlined categories.

PS3.1.3

Matter

Interpret data from observations

and measurements to describe

and compare the physical

properties of matter including

length, mass, temperature, and

volume.


connection between a series of

historical events, scientific ideas

or concepts, or steps in technical

procedures in a text, using

language that pertains to time,

sequence, and cause/effect.




text.

SL3.3 Ask and answer questions

about information from a

speaker, offering appropriate

elaboration and detail.

Grade 3 PS3.2

Motion and Stability: Forces and Interactions

Essential Question: What are the causes and effects of magnetic force?


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P PS3.2.1

Force

Between

Magnets

PSPP

Conduct an investigation to

determine the cause and effect

relationship of magnets; the

distance between objects affects

the strength of the force and the

orientation affects the direction of

the magnetic force

M.3.1 Reason abstractly and

quantitatively

W.3.8 Recall information

from experiences or gather

information from print and

digital sources, take brief

notes on sources and sort

evidence into provided

categories.

PS3.2.2

Solving

Problems

Using

Solve a design problem by

applying the use of the

interactions between two magnets.

(ETS1)

W.3.8 Recall information

from experiences or gather


digital sources, take brief

Examples of problems could

include constructing a latch

to keep a door shut and

creating a device to keep tow


Magnets notes on sources and sort


categories.

moving objects from

touching each other.

PS3.2.3

Motion &

Stability

Plan and conduct an investigation

to provide evidence of the effects

of balanced and unbalanced

forces on the motion of an object.

SL3.3 Ask and answer

questions about information

from a speaker, offering

appropriate elaboration and

detail.




text. (e.g., comparison,

cause/effect, first/,second/third

in a sequence)

W.3.7 Conduct short research

projects that build knowledge

about a topic

Examples could include an

unbalanced force on one side

of a ball can make it start

moving; and, balanced forces

pushing on a box from both

sides will not produce any

motion at all.

Each force acts on one

particular object and has both

strength and a direction. An

object at rest typically has

multiple forces acting on it

but they add to give zero net

force on the object.

PS3.2.3A

Motion &

Stability

Make observations and/or

measurements of an object’s

motion to provide evidence that a

pattern can be used to predict

future motion.





detail.




text. (e.g., comparison,

cause/effect, first/,second/third

in a sequence)

Examples of motion with a

predictable pattern could

include a child swinging in a

swing, a ball rolling back and

forth in a bowl, and 2

children on a see-saw.

PS3.2.3B

Motion &

Stability

Ask questions to determine cause

and effect relationships of electric

or magnetic interactions between

two objects not in contact with

each other.





detail.

Examples of an electric force

could include the force on

hair from an electrically

charged balloon and the

electrical forces between a

charged rod and pieces of

paper; examples of a

magnetic force could include

the force between 2

permanent magnets, the force

between an electromagnetic

and steel paperclips, and the


force exerted by one magnet

versus the force exerted by 2

magnets. Examples o f cause

and effect relationships could

include how the distance

between objects affects

strength of the force and how

the orientation of magnets

affects the direction of the

magnetic force.

PS3.2.3A

Motion &

Stability

Conduct an investigation to

determine the cause and effect

relationship of magnets; the

distance between objects affects

the strength of the force and the

orientation affects the direction of

the magnetic force. (ETS1)

(ETS2)

Grade 3

PS3.3

Energy

Essential Question: How is energy transferred between objects through the use of electricity or magnets?

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PS3.3.1

Static

Electricity

Observe and predict that energy

can be transferred from place to

place using static electricity.

PS3.3.2

Energy

Apply scientific ideas to design,

test, and refine a device that

converts energy from one form

(heat, light, sound, and motion)

to another using open or closed

circuits. (ETS1) (ETS2).

PS3.3.3

Energy

Ask testable questions and make

predictions about the changes in

motion and position that occur

when magnets exert forces on

other magnets, causing energy

SL.3.3 Ask and answer


from a speaker

RI. 3.1 Ask and answer

questions to demonstrate


transfer between them even

when the objects are not

touching.

understanding of a text,

referring explicitly to the text as

a basis for the answers.

Grade 3

II. Life Science

LS3.1 From Molecules to Organisms: Structures and Processes

Essential Question: What structures enable organisms to survive in their environment?

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LS 3.1.1

Structural

Adaptations

Construct an argument that

aquatic and land animals,

plants, and algae have internal

and external structures that

function to support survival,

growth, behavior, and

reproduction.

RI.3.7 Use information gained

from illustrations (e.g. maps,

photographs) and the words in a

text to demonstrate

understanding of the text (e.g.,

where when, why, and how key

events occur).

SL.3.6 Create engaging audio

recordings of stories or poems

that demonstrate fluid reading

at an understandable pace, add

visual displays when

appropriate to emphasize or

enhance certain facts or details.

M.3. Number and operations in

base 10. Number and operations

in fractions

Develop models to describe

that organisms have unique

and diverse life cycles but

all have in common birth,

growth, reproduction, and

death. Changes organisms

go through during their life

form a pattern.

LS3.1.2

Life cycles

Identify the different life

stages through which plants

and animals pass.

Grade 3

LS3.2: Ecosystems

Interactions, Energy and Dynamics

Essential Question: Why do animals form groups?

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& Scientists LS 3.2.1

Populations

and

Communities

Construct an argument to

explain why some animals

benefit from forming groups.

RI.3.1 Ask and answer




the basis for the answers.

RI.3.3 Describe the connection

between a series of historical

events, scientific ideas or

concepts, or steps in technical




W.3.1 Write opinion pieces on

topics or texts, supporting a

point of view with reasons.

M.3.1 Model with mathematics

M.3 Number and operations in

base ten.

Being part of a group helps

animals obtain food, defend

themselves, and cope with

changes. Groups may serve

different functions and vary

dramatically in size.

Grade 3

LS3.3 Heredity: Inheritance and Variation of Trait

Essential Question: Where do organisms get their unique characteristics?

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LS3.3.1

Heredity

Analyze and interpret data to

provide evidence that plants

and animals have traits

inherited from parents and

that variation of these traits

exist in a group of similar

organisms.






RI.3.2 Determine the main idea

of a text; recount the key details

and explain how they support

the main idea.

RI.3.3 Describe the relationship





Patterns ae the similarities

and differences in traits

shared between offspring

and their parents, or among

siblings. Emphasis is on

organisms other than

humans.




W.3.2 Write

informative/explanatory texts to

examine a topic and convey

ideas and information clearly.

SL.3.4 Report on a topic, tell a

story, or recount an experience

with appropriate facts and

relevant, descriptive details,

speaking clearly at an

understandable pace.

M.3. Reason abstractly and

quantitatively.


M.3.3.1 Construct and analyze

frequency tables, scaled bar

graphs, pictographs, and line

plots from a data set with

several categories. (Generate

measurement data by

measuring lengths using rulers

marked with halves and fourths

of an inch. Show the data by

making a line plot, where the

horizontal scale is marked off in

appropriate units—whole

numbers, halves, or quarters.

LS3.3.2

Heredity

Use evidence to support the

explanation that traits can be

influenced by the

environment.









the main idea.




Examples of the

environment affecting a trait

could include normally tall

plants grown with

insufficient water are

stunted; and a pet dog that is

given too much food and

little exercise may become

overweight.






W.3.2 Write

informative/explanatory texts to

examine a topic and convey


SL.3.4 Report on a topic, tell a

story, or recount an experience

with appropriate facts and

relevant, descriptive details,

speaking clearly at an



quantitatively.







measurement data by








Grade 3

LS3.4: Biological Change: Unity and Diversity

Essential Question: How do changes in ecosystems effect the survival of living organisms?

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LS3.4.1 Analyze and interpret data

from fossils to provide

evidence of the organisms




Examples of data could

include type, size, and

distributions of fossil


and the environments in

which they lived long ago.






the main idea.











W.3.2 Write

informative/explanatory pieces

or gather information from

print and digital sources; take

brief notes on sources and sort


categories.

SL.3.4 Report on a topic or text,

tell a story, or recount an

experience with appropriate

facts and relevant, descriptive

details, speaking clearly at an



quantitatively.







measurement data by



organisms. Examples of

fossils and environments

could include marine

fossils found on dry land,

tropical plant fossils

found inn Arctic areas,

and fossils of extinct

organisms.







M.3.5 Use appropriate tools

strategically.

LS3.4.1 A

Survival

Use evidence to support the

explanation that some kinds

of animals survive well,

survive less well, and some

cannot survive at all in an

environment that has

changed.

LS3.4.2

Plant and

Animal

Adaptations

Engage in an argument from

evidence that plants and

animals have adaptations to

help them survive in land and

aquatic biomes.

Use evidence to construct an

explanation for how the

variations in characteristics

among individuals of the

same species may provide

advantages I surviving,

finding mates, and

reproducing. Examples of

cause and effect

relationships could be plants

that have larger thorns than

other plants may be less

likely to be eaten by

predators; and, animals that

have belter camouflage

coloration than other

animals may be more likely

to survive and therefore

more likely to leave

offspring.

LS3.4.3

Effects of

Biodiversity

Changes

Use text evidence to construct

an explanation for the idea

that when an environment’s

biodiversity changes it will

influence human’s resources

Examples of environmental

changes could include

changes in land

characteristics, water

distribution, temperature,


such as food, energy, and

medicine.

food, and other organisms.

Grade 3

III. Earth and Space Science

ESS3.1

Essential Question: What are the ways in which planets are categorized by their physical properties?


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ESS3.1.1

Planets

Use data and categorize the

planets in the solar system by

their physical properties.

Grade 3

ESS3.2: Earth’s Systems

Essential Question: What is the relationship between the water cycle, weather, and climate?


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ESS3.2.1

Water

Cycle

Explain how different forms of

water (vapor, rain, ice, snow)

are related to weather and

temperature.






W.3.8 Recall information from

experiences or gather


digital sources; take brief notes

on sources and sort evidence

into provided categories.

ESS3.2.2

Types of

Clouds

Associate major cloud types

(stratus, cumulus, cirrus,

cumulonimbus) with particular

weather conditions.







ESS3.2.3 Collect and analyze data RI.3.9 Compare and contrast


Predicting

Weather

(average temperature,

precipitation, wind direction,

wind speed) to describe and

predict weather and climate

using tables, graphs and tools

(thermometer, rain gauge, wind

vane, anemometer).

the most important points and

key details presented in two

texts on the same topic.






measurement data by








M.3.5 Use appropriate tools

strategically.

M.3.2 Measure and estimate



grams, kilograms, and liters.

Add, subtract, multiply, or

divide to solve one-step word

problems involving masses or

volumes that are given in the

same units, e.g. by using

drawings to represent the

problem.

ESS3.2.4

Climates

Synthesize weather data to

describe climates (polar,

temperate, and tropical) in

different regions of the world.

M.3.2 Measure and estimate



grams, kilograms, and liters.

Add, subtract, multiply, or

divide to solve one-step word

problems involving masses or

volumes that are given in the

same units, e.g. by using

drawings to represent the


problem







Grade 3

ESS3.3: Earth and Human Activity

Essential Question: How do natural disasters impact humans and the environment?

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ESS3.3.1

Impact of

Natural

Disasters

Research and design a model to

explain how natural disasters

(fires, landslides, earthquakes,

volcanic eruptions, floods)

impact humans and the

environment.






about a topic

ESS3.3.2

Effects of

Natural

Disasters

Design and test solutions to

reduce the impact of natural

disasters (fires, landslides,

earthquakes, volcanic eruptions,

floods) on the environment.

(ETS1)

Examples of design solutions

to weather-related hazards

could include barriers to

prevent flooding, wind

resistant roofs, and lightning

rods.

Grade 3

IV. Engineering, Technology and Applications of Science

ETS3.1: Engineering Design

Essential Question: How do scientists investigate questions?


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ETS3.1.1

Identify a

Real-

World

Problem

Define a simple design problem

reflecting a need or a want that

includes specified criteria for

success and limits on materials,

time, or cost that a potential


solution must meet.

ETS3.1.2

Designing

Solutions

to a Real-

World

Problem

Create a plan with peers and

utilize information (Internet

research, market research, and

field observations) to test and

solve a problem.

Grade 3

ETS3.2: Links Among Engineering, Technology, Science and Society

Essential Question: How can technology help us?


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ETS3.2.1

Use of

Technolog

y

Identify and demonstrate how

technology can be used for

different purposes. (radio, cell

phone).

FOURTH GRADE (4th

)

I. Physical Science

PS4.3.1 Energy

Essential Question: What are some forms of energy?


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PS4.3.1

Speed and

Energy

Use evidence to explain the cause

and effect relationship between

the speed of an object and the

energy of an object.

RI.4.1 Refer to details in a text

when explaining what the text

says explicitly and when

drawing inferences from the

text.

RI.4.3 Explain events,

procedures, ideas, or concepts

in a historical, scientific, or

technical, scientific, or

technical text, including what

happened and why, based on


specific information in the

text.

RI.4.9 Integrate information

from two texts on the same

topic in order to write or

speak about the subject

knowledgeably.

W.4.2 Write

informative/explanatory texts

to examine a topic and convey


W.4.14 Recall relevant

information from experiences


print and digital sources;

take notes and categorize

information, and provide a list

of sources

W.4.15 Draw evidence from

literary or information texts

to support analysis, reflection,

and research.

PS4.3.2

Potential

and

Kinetic

Energy

Observe and explain the

relationship between potential

energy and kinetic energy.



through investigation of

different aspects of a topic.







of sources

PS4.3.3

Types of

Energy

Ask questions and predict

outcomes about the changes in

energy (motion, position, sound,

heat) that occur when objects

collide.







of sources

Emphasis is on the change in

speed, not on the forces, as

objects interact.


Grade 4

PS4.4 Waves and their Application in Technologies for Information, Transfer

Essential Question: How does energy travel?


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PS4.4.1

How Sound

Waves

Travel

Develop a model of a simple

wave to communicate that waves

travel in regular patterns of

motion and use the model to

explain how waves can differ in

amplitude and wavelength.

RI.4.1 Refer to details in a text

when explaining what the text

says explicitly and when


text.

RI.4.3 Explain events,

procedures, ideas, or concepts

in a historical, scientific, or

technical, scientific, or

technical text, including what

happened and why, based on

specific information in the

text.


from two texts on the same

topic in order to write or

speak about the subject

knowledgeably.

W.4.2 Write

informative/explanatory texts

to examine a topic and convey








of sources

W.4.15 Draw evidence from

literary or information texts


and research


M4.1.7 Solve multi-step word

problems posed with whole

numbers and having whole

numbers using the four

operations including problems

in which remainders must be

interpreted. Represent these

problems with equations with

a letter standing for an

unknown quantity.

PS4.4.2

How Light

Waves

Travel

Develop a model to demonstrate

that light must bounce off an

object and enter the eye for the

object to be seen.

Same as above

M.4 Draw points, lines, line

segments, rays, angles (right,

acute, obtuse),a nd

perpendicular and parallel

lines. Identify these in two-

dimensional figures.

PS4.4.3

Tech. and

the Human

Senses

Research how technologies

enhance human senses.

W.4.13 Perform short, focused

research projects that build

knowledge through

investigation of different

aspects of a topic.

II. Life Science


Essential Question: How are living things adapted to their environment?


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LS4.1.1

Structures

and

Functions of

Plants and

Animals

(Writing)


plants and animals have

internal and external

structures that function to

support survival, growth,

behavior, and reproduction.



point of view with reasons and

information.

Examples of structures could

include thorns, stems, roots,

colored petals, heart,

stomach, lung, brain, and

skin.

Grade 4

LS4.2 Ecosystems: Interactions, Energy, and Dynamics

Essential Question: How do organisms survive and interact with the environment?



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4LS4.2.1

Photosynthes

is

Support an argument with

evidence that plants get the

materials they need for growth

and reproduction chiefly

through a process in which

they use carbon dioxide from

the air, water, and energy from

the sun to produce sugars,

plant materials, and waste

(oxygen).

SL.4.5 Use audio recordings

and visual displays to

presentations when

appropriate to enhance the

development of the main idea

or themes.

LS4.2.2

Food Chains

Develop models of terrestrial

and aquatic food chains to

describe the movement of

matter among producers,

herbivores, carnivores,

omnivores, and decomposers.

M.4 Model with mathematics

LS4.2.3

Food Webs

Obtain information about the

roles of organisms (producers,

consumers, decomposers),

evaluate how those roles in

food chains are interconnected

in a food web, and

communicate how the

organisms are continuously

able to meet their needs in a

stable food web.







or gather relevant

information from

print and digital sources; take

notes and categorize


of sources

W.4.9 Draw evidence form

literary or informational texts


and research.

LS4.2.4

Ecosystems

Develop and use models to

determine the effects of

introducing a species to, or

removing a species from, an


quantitatively


ecosystem and how either one

can damage the balance of an

ecosystem.

Grade 4

LS4.4 Biological Change: Unity and Diversity


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LS4.4.1

Fossils

1) Build on prior knowledge

about what is a fossil, and ways

a fossil can provide information

about the past and changes

through time.







or gather relevant


digital sources; take notes and

categorize information, and

provide a list of sources

W.4.9 Draw evidence form

literary or informational texts


and research.


quantitatively

Identify evidence from

patterns in rock formation

and fossils in rock layers to

support an explanation for

changes in a landscape over

time. Examples of evidence

from patterns could include

rock layers and marine shell

fossils above rock layers with

plant fossils and no shells,

indicating a change from land

to water over time; and a

canyon with different rock

layers in the walls and a river

in the bottom, indicating that

over time a river cut though

the rock.

Grade 4


ESS4.1: Earth’s Place in the Universe

Essential Question: How do the Sun, Earth, and Moon interact?


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ESS4.1.1

Earth,

Moon, and

Sun

Patterns

Use a model to explain how the orbit

of the Earth, moon, and sun cause

observable patterns:

a. day and night;

b. changes in length and direction of

M.4 Model with

mathematics


shadows over a day.

Grade 4

ESS4.2 Earth Systems

Essential Question: How does the Earth change over time?


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ESS4.2.1

Weathering

and Erosion

Generate and support a claim with

evidence that over long periods of

time erosion (weathering and

transportation) and deposition have

changed landscapes and created

new landforms.

RI.4.5 Describe the

overall structure (e.g.

chronology, comparison,

cause/effect,

problem/solution of

events ideas, concepts or

information in a text.

W.4.1.2 Provide reasons

that are supported by

facts and details.

W.4.7 Conduct short

research projects that

build knowledge through


aspects of a topic.

ESS4.2.2

Mechanical

Weathering

Make observations and analyze

data to provide evidence that rocks,

soils, and sediments are broken into

smaller pieces through mechanical

weathering (frost wedging,

abrasion, tree root wedging) and

are transported by water, ice, wind,

gravity, and vegetation.

RI.4.5 Describe the

overall structure (e.g.

chronology, comparison,

cause/effect,

problem/solution of

events ideas, concepts or

information in a text.

RI.4.7 Interpret

information presented

visually, orally, or

quantitatively (e.g.

charts, graphs, diagrams,

time lines, animations, or

interactive elements on

Web pages).

W.4.1.2 Provide reasons

that are supported by

Examples of variables to test

could include angle of slope

in the downhill movement of

water, amount of vegetation,

speed of wind, relative rate of

deposition, cycles of freezing

and thawing of water, cycle

sof heating and cooling, and

volume of water flow.


facts and details.

M.4.4.1 Know relative

sizes of measurement

units within one system of

units and record

measurement equivalents

in a two column table.

ESS4.2.3

Earth’s

Physical

Features

Analyze and interpret maps of

Earth’s mountain ranges, deep

ocean trenches, and the placement

of volcanoes and earthquakes to

describe patterns of these features

and their locations relative to

boundaries between continents and

oceans.

M.4.4.2 Use the four

operations to solve word

problems involving

distance, intervals of

time, liquid volumes,

masses of objects, and

money including simple

fractions and decimals,

and problems that

require measurements

given in a larger unit in

terms of a smaller unit.

.Represent measurement

quantities using diagrams

such as number line

diagrams that feature a

measurement scale.

Maps can include

topographic maps of Earth’s

land and ocean floor, as well

as, maps of the locations of

mountains, continental

boundaries, volcanoes, and

earthquakes.

ESS4.2.4

Ecosystems

(Writing)

*addressed

in standard

LS4.2.4

Construct scientific arguments to

support a claim that living things

affect the physical characteristics of

their regions.

ESS4.2.5

Layers of the

Earth

Identify the four layers of the Earth

(crust, mantle, outer core and inner

core) and the thickness, composition

and physical states of these layers

Grade 4

ESS4.3: Earth and Human Activity

Essential Question: How do nature and humans affect the environment?


Standards

Resources Catholic

Identity

Academic

Vocabulary

Assessment/Content

Notes

Date

Taught


& Scientists

ESS4.3.1

Renewable

and Non-

Renewable

Resources

Obtain and combine information to

describe that energy and fuels are

derived from natural resources and

that some energy and fuel sources

are renewable (sunlight wind,

water) and some are not (fossil

fuels, minerals).

RI.4.1 Refer to details

and examples in a text

when explaining what the

text says explicitly and

when drawing inferences

from the text.

Examples of renewable

energy resources could

include wind energy, water

behind dams, and sunlight;

nonrenewable energy

resources are fossil fuels and

fissile materials. Examples of

environmental effects could

include loss of habitat due to

dams, loss of habitat due to

surface mining, and air

pollution from burning of

fossil fuels.

ESS4.3.2

Humans

Impacting

the Earth

Research and explain how human

activity (farming, mining, and

building) can affect the land and

ocean in positive and negative ways.

W.4.7. Conduct short

research projects that

build knowledge through


aspects of a topic.

RI.4.9 Integrate

information from two

texts on the same topic in

order to write or speak

about the subject

knowledgeably.

ESS4.3.3

Natural

Disasters

Evaluate the design of a solution

(earthquake resistant building,

improved monitoring of volcanic

activity) on its potential to reduce

the impacts of an earthquake, flood,

tsunami, or volcanic eruption on

humans.

Grade 4

IV. Engineering, Technology and Applications of Science

ETS4.1: Engineering Design

Essential Question: How do we solve scientific problems?


Standards

Resources Catholic

Identity

Academic

Vocabulary

Assessment/Content

Notes

Date

Taught


& Scientists

ETS4.1.1

Solve a

Problem

Generate several possible solutions

to a design problem. Compare each

solution based on how well each is

likely to meet the criteria and

constraints of the design problem.

Grade 4

ETS4.2: Links Among Engineering, Technology, Science, and Society

Essential Question: How do tools and technology improve science methods and investigations? Code Standards & Objectives Literacy & Math

Standards

Resources Catholic

Identity

Academic

Vocabulary

& Scientists

Assessment/Content

Notes

Date

Taught

ETS4.2.1

Appropria

te Tools

and

Measurem

ents

Use appropriate tools and

measurements to design and build a

model to answer a scientific question

or to explain phenomena.

ETS4.2.2

Scientific

Process

Determine the effectiveness of

multiple solutions to a design

problem given the criteria and the

constraints.

ETS4.2.3

Technolog

y

Improvem

ents

Explain how engineers have

improved existing technologies to

increase their benefits, to decrease

known risks, and to meet societal

demands (artificial limbs, seatbelts,

cell phones).

FIFTH GRADE (5th

)

I. Physical Science

PS5.1: Matter and Its Interactions

Essential Question: How can properties of matter change as a result of interactions with energy or other types of matter?


Standards

Resources Catholic

Identity

Academic

Vocabular

y &

Scientists


Taught

PS5.1.1 Analyze and interpret data from RI.5.7 Draw on information Develop a model to describe


Changes of

State

observations and measurements

of the physical properties of

matter to explain the common

phenomena involving phase

changes between a solid, liquid or

gas.

from multiple print or digital

sources demonstrating the

ability to locate an answer to

a question quickly or to solve

a problem efficiently.

W.5.7. Conduct short

research projects that use

several sources,

demonstrating the ability to

locate an answer to a question

quickly or to solve a problem

efficiently.

W.5.8.Recall relevant


or gather relevant information

from print and digital

sources; summarize or

paraphrase information in

notes and finished work, and

provide a list of sources.


quantitatively


M.NBT.5.1 Explain patterns

in the number of zeros of the

product when multiplying a

number by powers of 10, and

explain patterns in the

placement of the decimal

point when a decimal is

multiplied or divided by a

power of 10. Use whole-

number exponents to denote

powers of 10

M.NBT5.8.7 Apply and

extend previous

understanding of division to

divide unit fractions by whole

numbers and whole numbers

by unit fractions.

that matter is made of

particles too small to be seen.

Examples of evidence could

include adding air to expand

a basketball, compressing air

in a syringe, dissolving sugar

in water, and evaporating salt

water.


M.MD.5.1 Convert among

different-sized standard

measurement units within a

given measurement system

(e.g., convert 5 cm to 0.05m).

And use these conversions in

solving multi-step, real-world

problems.

M.D.5.3 Recognize volume

as an attribute of solid figures

and understand concepts of

volume measurement.

M.D5.4 Measure volumes by

counting unit cubes, using

cubic cm, cubic in., cubic ft.,

and improvised units.

M.P.5. Use appropriate tools

strategically

PS5.1.2

Conservation

of Matter

Design an experiment to

determine that the amount of

matter (mass) is conserved when

it changes form, even in

transitions that seem to vanish









problems.









The amount (weight) of

matter is conserved when it

changes form, even in

transitions in which it seems

to vanish. Measure and graph

quantities to provide

evidence that regardless of

the type of change that occurs

when heating, cooling, or

mixing substances, the total

weight of matter is

conserved. Examples of

reactions or changes could

include phase changes,

dissolving, and mixing that

form new substances.

PS5.1.3

Solubility

Design and conduct controlled

scientific investigations to test

how different variables


strategically


Make observations and

measurements to identify

materials based on their


(temperature, particle size, and

stirring) affect the rate of

dissolving solids into liquids.









properties. Examples of

materials to be identified

could include baking soda

and other powders, metals,

minerals, and liquids.

Examples of properties could

include color, hardness,

reflectivity, electrical

conductivity, thermal

conductivity, response to

magnetic forces, and

solubility; density is not

intended as an identifiable

property.

PS5.1.4

Experiment

Mixing

Substances

Plan and conduct an investigative

experiment to determine whether

the mixing of two or more

substances results in new

substances with new properties.









PS5.2: Motion and Stability: Forces and Interactions

Essential Question: How do forces interact to produce motion?


Standards

Resources Catholic

Identity

Academic

Vocabulary

& Scientists


Taught

PS5.2.1

Balanced and

Unbalanced

Forces

Plan and conduct controlled

scientific investigations to test the

effects of balanced and

unbalanced forces on the speed

and direction of motion of

objects.

RI.5.1 Quote accurately from

a text when explaining what

the text says explicitly and

when drawing inferences

from the text.


from several texts on the

same topic in order to write

or speak about the subject

knowledgeably.

PS5.2.2 Make observations and W.5.1 Write opinion pieces


Motion measurements of an object’s

motion to provide evidence that a

pattern can be used to predict

future motion.

on topics or texts, supporting

a point of view with reasons

and information.

PS5.2.3

Gravitational

Force

Explain the cause and effect

relationship of two factors (mass

and distance) that affect gravity.

Support an argument that the

gravitational force exerted by

Earth on objects is directed

down. “Down” is a local

description of the direction

that points toward the center

of the spherical Earth.

PS5.2.5

Pattern of

Change

Explain a system’s pattern of

change as it moves in one

direction (ball rolling down a

hill), shifts back and forth

(swinging pendulum), or goes

through cyclical patterns (day

and night).

Grade 5

II. Life Science


Essential Question: How do animals process information using their basic structures?

Code

Standards & Objectives Literacy & Math

Standards

Resources Catholic

Identity

Academic

Vocabulary &

Scientists

Assessment/Content

Notes

Date

Taught

LS5.1.1

Information

Processing


animals receive different types of

information through their senses,

process the information, and

store some information as

memories to guide their actions.

RI.5.1 Quote accurately from a

text when explaining what the

text says explicitly and when


text.


from several texts on the same

topic in order to write or speak

about the subject

knowledgeably.




information.


M.P.2 Reason abstractly and

quantitatively.

LS5. 1.2

Structures

and

Functions of

Cells

Distinguish between the basic

structures and functions of plant

and animals cells.


strategically


LS5.1.3

Body

Systems

Describe the basic human body

structures and their functions.

RI.5.7 Draw on information



ability to locate an answer to a

question quickly or to solve a

problem efficiently.

W.5.7. Conduct short research

projects that use several

sources, demonstrating the







from print and digital sources;

summarize or paraphrase

information in notes and

finished work, and provide a

list of sources.

LS5.2: Ecosystems: Interactions, Energy, and Dynamics


Standards

Resources Catholic

Identity

Academic

Vocabulary

Assessment/Content

Notes

Date

Taught

LS5.2.1 Develop a model to describe the

movement of matter among

plants, animals, decomposers,

and the environment.

RI. 5.7 Draw on information






SL.5.5 Include multimedia

Emphasis is on the

idea that matter that is

not food (air, water,

decomposed materials

in soil) is changed by

plants into matter that

is food, Examples of


components (e.g., graphics

sound) and visual displays in

presentations when appropriate

to enhance the development of

main ideas or themes.

systems could include

organisms,

ecosystems, and the

Earth.

LS5.3: Heredity: Inheritance and Variation of Traits

Essential Question: How dos the environment and heredity determine the characteristics of living organisms?


Standards

Resources Catholic

Identity

Academic

Vocabulary &

Scientists

Assessment/Content

Notes

Date

Taught

LS5.3.1

Inherited

and

Acquired

Traits

Distinguish between inherited

characteristics and those

characteristics that result from a

direct interaction with the

environment. Apply this concept

by giving examples of

characteristics of living

organisms that are influenced by

both inheritance and the

environment.

RI.5.7 Draw on information















from print and digital sources;

summarize or paraphrase

information in notes and

finished work, and provide a

list of sources.

LS5.3.2

Inherited

Traits

Provide evidence, including

through the analysis of data that

plants and animals have traits

inherited from parents and that

variations of these traits exist in a

group of similar organisms.










problems.




information.

LS5.4: Biological Change: Unity and Diversity

Essential Question: How and why have organisms changed over time?


Standards

Resources Catholic

Identity

Academic

Vocabulary &

Scientists

Assessment/Content

Notes

Date

Taught

LS5.4.1

Fossils

Analyze and interpret data from

fossils to describe types of

organisms and their

environments that existed long

ago, compare similarities and

differences of those to living

organisms and their

environments, and recognize that

most kinds of animals (and

plants) that once lived on Earth

are now extinct.

LS5.4.2

Adaptations

Use evidence to construct an

explanation for how variations in

characteristics among individuals

within the same species may

provide advantages to these

individuals in their survival and

reproduction.







LS5.4.3

Interdepende

nce

Develop a model to describe the

movement of matter among

plants, animals, decomposers,

and the environment.


ESS5.1: Earth’s Place in the Universe

Essential Question: What is the earth’s place in the universe, and how does the earth interact with the bodies surrounding

it?



Standards

Resources Catholic

Identity

Academic

Vocabulary &

Scientists

Assessment/Content

Notes

Date

Taught

ESS5.1.1

Apparent

Brightness

Support an argument that

differences in the apparent

brightness of the sun compared to

other stars is due to their relative

distances from the Earth.





text.




about the subject

knowledgeably.


topics or texts,

ESS5.1.2

Galaxies

Research and illustrate that the

Earth and the solar system are

part of the Milky Way galaxy,

and compare the Milky Way to

other galaxies in the universe.





text.




about the subject

knowledgeably.


topics or texts,







ESS5.1.3

Bodies In

Our Solar

System

Use data and categorize different

bodies in our solar system

including moons, asteroids,

comets and meteoroids according

to their physical properties and

motion.

M.5.G.2Represent real world

and mathematical problems by

graphing points in the first

quadrant of the coordinate

plane, and interpret coordinate

values of points in the context


of the situation.

ESS5. 1.4

Relationship

between the

Sun, Earth,

and Moon

Construct and interpret a model

to explain the cause and effect

relationship between the positions

of the sun, earth, and moon and

resulting eclipses, position of

constellations, and appearance of

the moon (full, new, first quarter,

third quarter).

ESS5.1.5

Earth’s

Seasons and

Days

Relate the tilt of the Earth’s axis,

as it revolves around the sun, to

the varying intensities of sunlight

at different latitudes. Evaluate

how this causes changes in day-

lengths and seasons.

ESS5.1.6

Constellation

s

Use tools to describe how stars

and constellations (Ursa Major,

Ursa Minor, Polaris, Orion)

appear to move from the Earth’s

perspective throughout the

seasons.

ESS5.1.7

Using

Astronomy

to Navigate

(ETS2)

Construct scientific arguments to

support claims about the

importance of astronomy in

navigation and exploration.

ESS5.1.8

Rock

formations

Use evidence to determine how

rock strata were formed using the

presence and location of fossils.

ESS5.2: Earth Systems

Essential Question: How is Earth’s surface changing over time?


Standards

Resources Catholic

Identity

Academic

Vocabulary &

Scientists

Assessment/Content

Notes

Date

Taught

ESS5.2.1.

Earth’s

Atmosphere

Develop a model using an

example to describe ways the

geosphere, biosphere,

hydrosphere, and/or atmosphere


interact.

ESS5.2.2

Earth’s

Geological

Features

Compare geologic events and

internal forces responsible for the

Earth’s major geologic features.

ESS5.2.3

Classifying

Rocks and

Mineral

Classify rocks and minerals based

on their properties and how they

were formed.

IV. Engineering, Technology and Applications of Science Code Standards & Objectives Literacy & Math

Standards

Resources Catholic

Identity

Academic

Vocabulary &

Scientists

Assessment/Content

Notes

Date

Taught

ETS5.1.1

Creating

Design

Solutions

Research, test, and communicate

a design solution to a design

problem with sufficient precision

to ensure a successful solution.

Include potential impacts on

people and the natural

environment that may limit

possible solutions.

ETS5.1.2

Engineering

Process

Plan and carry out tests on one or

more elements of a model or

prototype in which variables are

controlled and failure points are

considered to identify which

elements need to be improved.

Apply the results of tests to

redesign the model or prototype.

ETS5.2: Links Among Engineering, Technology, Science, and Society

Essential Question: How are tools and technology used to construct a prototype or make observations?

Code Standards and Objectives Literacy and Math

Standards

Resources/A

ctivities

Catholic

Identity

Academic

Vocabulary/

Scientists

Assessment/Content

Notes

Date

Taught

ETS5.2.1

Appropriate

Choose and safely use

appropriate measuring tools,


Tools and

Measuremen

t

simple hand tools, and fasteners,

used to construct a prototype of a

new or improved technology

ETS5.2.2

Tools and

Machines in

Science

Describe how human beings have

made tools and machines (X-ray

cameras, microscopes, satellites,

and computers) to observe and do

things that they could not

otherwise sense or do at all, or as

quickly or efficiently.

Diocese of Knoxville Science Curriculum Standards: Grade 3 … · 2019-06-10 · Diocese of...

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